Abstract
In a changing world how do we educate students for equitable global sustainability and embed design for social need in curricula? This paper explores pedagogic methods for people-centred design and considers the benefits this can provide for students, whilst preparing them for future careers in a globally challenging environment. Examples of user-focused design relating to health, wellbeing and education illustrate social and community issues driving design ideation, process and outcome. Inherent value gained through experiential learning is analysed alongside associated assessment issues. Researched case studies indicate that students engaging with people-centred projects and learning through leading acquire enhanced multi-faceted professional and personable skills. A correlation is then explored between education for social sustainability and students gaining ‘softer’ employability skills. Studies suggest they understand the interlocking complexities of design and social behaviour and are better prepared as future sustainable thinkers and innovators. The paper culminates in the development of an educational digital content resource, the ‘People-Centred Project Platform’, designed for the clustering and sharing of information relating to community methods of working and is relevant for any arts and design discipline.
Keywords
Social Sustainability, Participatory Design, Design Pedagogy
DOI
https://doi.org/10.21606/learnxdesign.2013.157
Citation
Vernon, S.(2013) Design Education for Social Sustainability, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.157
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Design Education for Social Sustainability
In a changing world how do we educate students for equitable global sustainability and embed design for social need in curricula? This paper explores pedagogic methods for people-centred design and considers the benefits this can provide for students, whilst preparing them for future careers in a globally challenging environment. Examples of user-focused design relating to health, wellbeing and education illustrate social and community issues driving design ideation, process and outcome. Inherent value gained through experiential learning is analysed alongside associated assessment issues. Researched case studies indicate that students engaging with people-centred projects and learning through leading acquire enhanced multi-faceted professional and personable skills. A correlation is then explored between education for social sustainability and students gaining ‘softer’ employability skills. Studies suggest they understand the interlocking complexities of design and social behaviour and are better prepared as future sustainable thinkers and innovators. The paper culminates in the development of an educational digital content resource, the ‘People-Centred Project Platform’, designed for the clustering and sharing of information relating to community methods of working and is relevant for any arts and design discipline.